University of Brighton, SoE and SASM
Class: 8PY (boys)
Lesson Plan
Student teacher’s name:
Lesson number:
5
Jack Lemmer
of
7
Curriculum area: PE/ Rugby
Date/time:
21/10/2015
Lesson duration: 100mins
Number of pupils: 31
Number of pupils with SEND: 8
Number of pupils with FSM/PPG: 6
Names and roles of other adults present:
Alex Mack (Pe teacher)
A
Within the context of this lesson, what specific actions are you going to take to advance your professional development in relation to the Teachers’ Standards and
Action Plan?
TS4.1 e) Can manage and organise the classroom e.g. space, groupings, equipment to maximise learning time
TS4.2 b) Can create a positive environment which encourages active discussion, questioning, trial and error, and a desire to learn.
TS 7.4 b) Can adapt the volume, speed and intonation of my voice to promote effective class management.
B
Using your previous lesson evaluation, identify specific actions to support pupil
progress.
No previous lesson evaluation. However, some information had been gained from
previously observing the class.
Use initials to identify learners who need additional support to make progress or
those who require additional challenge etc.
N/A
C
LO1
LO2
Learning Objectives
Differentiated Learning Outcomes
What do I intend the pupils to learn?
(Knowledge, understanding, values
attitudes and skills)
Understand the correct and safe
positioning for the scrum
Working towards…
Achieving…
Beyond…
Pupils can give an attempt of getting
in the correct positioning. Teacher
has to set scrum up from start to
finish putting pupils in correct
positions. Pupils make major errors
in body positioning. Pupils are
uneasy to get into a scrum postion
Can demonstrate the correct positioning
of a scrum with some faults. Teacher
needs to give some assistance. Pupil is
willing to get into uncomfortable position.
Players make few/no mistakes in positioning
of a scrum and need little assistance. Pupils
are Comfortable with the awkward
positioning of the scrum and are comfortable
to progress onto pushing in scrum.
Pupils can give a vague description
of the calls in the scrum. Do not
know the order of the calls. Pupils
Pupils can recall all calls in a rugby
scrum but do need some assistance.
Pupils occasionally forget how to respond
to each call correctly.
Understand and correctly respond to
the call to engage a scrum (Crouch,
Bind, set =Engage)
Pupils understand all scrum calls, know there
meaning and can respond correctly to them
whilst taking part in a scrum.
cannot recall what one call means
to players in a game.
LO3
Understand the job roles of each
position within the scrum ( Front RowProp, Hooker and Scrum half)
Pupils often forget positioning of the
front row of the scrum. Pupils will
give an attempt to define the
importance of each position.
Teacher will need to constantly
remind pupil of answer.
D
Resources
Pupils understand all scrummaging
positions but way need assistance in
recalling them. Pupils will be able to
recall the importance of all positions and
be able to name all positions correct
getting a few wrong
Pupil knows all positions, their placement in
the scrum, there importance and how to set
up scrum correctly
Learning opportunities across the curriculum (e.g. literacy / numeracy)
Bibs
Cones
Rugby balls
n/a
E
Time
&
Learning
Objectives
10 minutes
5 mins
5 mins
Teaching points/ strategies /
teacher role
Pupil learning activities
Organisation and risk
assessment
Assessment for learning
strategies
What teaching points will you provide in
order to support and progress the
learning of all pupils?
What learning activities will pupils be
engaged in? How will you differentiate
these activities so they are achievable for
all pupils?
What will you need to consider in
organising and managing the
learning environment effectively?
How will you use the outcomes of
assessment to inform ongoing
teaching and learning? How will you
monitor, assess and evaluate the
progress of all pupils?
Teacher to organise pupils with missing
kit and lend them spares. Ensure all
students have removed jewellery and in
appropriate/safe kit. Ensure children have
boots. Take register in changing rooms
Teacher to direct students onto playing
field. Walking to playing field and
collecting equipment
https://www.youtube.com/watch?v=qB9CJdHGeo
Children get changed and wait for teacher
near outdoor storage cupboard
Ensure that the field is clear of
any dangers. Make sure the
children are spread out.
Make sure children fully
understand
Assess that pupils are on task
Teacher to explain the game and give a
couple of demos
Children will need to organise groups by
themselves
Wheel Tag (teamwork, communication ,
footwork) :
Children should help collect equipment and
then walk sensibly to playing field
Pupils to gather around teacher quietly
whilst LO is given out
Assess that pupils are on task






5 mins
Class gets into 6-8 players
Group forms a wheel by linking
arms (using scrum bind grip)
Player is chosen with ball
outside of circle to be tagger
One player nominated in circle
as target
Obj: tagger must touch target in
circle with ball, players must
spin circle to avoid this.
Swap when caught or after 1
min
https://www.youtube.com/watch?v=gxH0
kYVqkNY
Pupils to gather around teacher quietly
whilst game is explained
Rooster Rumble (footwork, strength) :
Pupils to get into pairs sensibly
Teacher to walk around class
correcting poor play
In pairs:

Both in crouched position
holding onto own ankles

Point is given if player hands
come off ankles or player
pushed over

Use side of body not head

Change partners after 2 minutes
Students to gather around in an organised
manner, students to learn important safety
aspects of scrummaging
10 mins
Teacher to explain learning objectives.
Explain what a scrum is a when it is
awarded in a game.
Strongly address any
misbehaviour or silliness and
draw upon the serious injury
consequences that can occur if
scrummaging is not performed
correctly
Teacher explains the importance of each
position in a scrum.
2 Props: support , structure, bound both
teams together to give ‘squire entry’
Hooker: centre piece of the jengar sethook or rack the ball backwards with feet
when ball is put in
Scrum half: to gather the ball from the
scrum and pass it to fly half quickly to set
attack up quickly
5mins
Students to gather around in an organised
manner, students to learn important safety
aspects of scrummaging
Pupils to organise themselves sensibly and
without disputes into groups given
Squeeze shoulder blades togethersquashing an orange
Give visual demonstration using pupils as
examples
Q+ A- 1:1 questioning from teacher
as the move around room to check
understanding.
Teacher to walk around and to
assess and address incorrect
positioning
Crouched ball game:


Get into 5-6’s
Players stand next to each other
shoulder to shoulder

Get into ready position of scrum

Obj: place ball at one end of
line, ball must balance all the
way to the other end.

See if you can complete one
‘wave’
competition



5mins
Players get into groups again
Class line up
First team to cross line without
dropping ball wins
http://www.teachpe.com/rugby/technique
s/scrum_squeeze_dip_shove.php
Teacher gives a brief description of the
referees calls given in a scrum.
Crouch, bind, set!
Students to gather around in an organised
manner, students to learn scrummaging
calls
Pupils to organise themselves sensibly and
without disputes into groups given
Squeeze! Dip! Shove! Drill






5mins
Players of 8 (scrum number)
Players bind up in a circle
Players then shout obj’s
Squeeze (players squeeze
together)
Dip (players crouch together)
Shove (players all jump
together)
Shove focus in scrum:
Teacher to get two pupils to demonstrate
Focus on legs

Stability- on toes
Students to gather around in an organised
manner, students to learn shove focus in
scrum


5 mins
Power- legs pumping, one foot
sideways
Stance- wide stance, one foot in
front of another
Scrum half
Pupils to watch and listen to demonstration
of drill quietly
Teacher to walk around and to
assess and address incorrect
positioning and technique
Pupils to organise themselves sensibly and
without disputes into groups given
Scrum half pass drill:




15 mins
Groups of 4
One player as scrum half
Ball is rolled into scrum half
Low postion pass to left or right
reciver

Ball passed back

Rotate scrum half player
Conditioned game: 1 vs 1 pigeon scrum
15 mins
Game :
Pupils to be active during game whilst
remanding sensible in tackling, mauling
and scrummaging during game
Occasionally stop games and assist
in correct positioning
Implement a 3 man scrum (2 props, 1
hooker) with scrum half helping rule.
Pupils to be active during game whilst
remanding sensible in tackling, mauling
and scrummaging during game
When ball goes into touch, ball nocked
on, forward pass ask for a scrum
Non Contested
3 mins
Plenary:
What is the role of the:
1. Prop?
Students to gather around in an organised
manner, students to respond to questions.
Ask students to feedback and share
findings. Use open questioning
where appropriate.
2. Hooker?
3. Scrum half?
When would a scrum be awarded? =
knock on, ball passed forward, trapped in
maul
Correct positioning of scrum?
Rest of
lesson
Pupils to help pack equipment away
Pupils to walk back to changing room and
to get changed sensibly and quickly for
next lesson.
Pupils to remove boots before entering
building (mud issues)
F
Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives?
LO1
Understand the correct and safe positioning for the scrum
LO2
Understand and correctly respond to the call to engage a scrum (Crouch, Bind, set =Engage)
-
LO3
By observing students calling out referee calls for a scrum whilst doing the ‘squeeze , dip, shove’ drill indicated learning was taking place
The final plenary Q+A: getting all pupils to shout out at the same time what the call are
Understand the job roles of each position within the scrum ( Front Row- Prop, Hooker and Scrum half)
-
The final plenary Q+A: getting 3 students to get into the scrummaging positions I asked several students what position I was point at which they got correct and
explained what that position role was in a scrum
Reflect upon your professional
development including the impact
and outcomes of the actions
identified in Box A
TS4.1 e) Can manage and organise the classroom e.g. space, groupings, equipment to maximise learning time
-
Ask students to get into groups of similar height and build to reduce risk and to encourage correct technique
Asking students during mini plenaries to ‘take a knee’ in a semi-circle around myself
Asking students to get into a mix number of groups working as an individual, pair , small groups and a whole team aspect
Getting non doer to participate by taking photos of students in scrumming position and then feedback with student correct
technique and improvements needed
TS4.2 b) Can create a positive environment which encourages active discussion, questioning, trial and error, and a desire to learn.
-
Constantly giving out positive feedback to students participating in drills and games
Constructive feedback that students can reflect on the improve technique
Using mini plenaries after every drill and game helped pupils to gain a deeper understanding of the learning objectives
TS 7.4 b) Can adapt the volume, speed and intonation of my voice to promote effective class management.
-
Reflect upon pupil progress
including the impact and outcomes
of the actions identified in Box B
Was students were gathered around me to hear the next instructions many were talking. By remaining silent until everyone was
silent made students gradually pay attention (creating an awkward silence)
Separating one student from the lesson to sit out for a few minutes due to misbehaviour
During the plenary I explained in depth that I would not accept the behaviour they had shown throughout the lesson
As the class
As this was my first lesson taking this group in rugby it was difficult assess their progress. I did identify several students that have
inadequate amount of skill when related to rugby where basic skills need to improve. On the other hand there are several students that
are excelling at rugby. Next lesson I am to place individuals in a progression grid to help further analysation.
Observers notes (Mr Mack)